Rights of Students with Disabilities in Higher Education

Transcription

1 California s Protection & Advocacy System Toll-Free (800) Rights of Students with Disabilities in Higher Education July 2013, Pub # A Guide for College and University Students

2 Table of Contents I think that I have been discriminated against by my college or university. Are there any laws that protect me?... 5 Do the ADA and Section 504 cover religious colleges and universities?... 6 Do the ADA and Section 504 cover professional, trade, vocational and technical schools?... 6 Is anyone with a disability protected by these laws?... 6 What if my impairment lasts less than six months?... 8 How do I know if my impairment substantially limits a major life activity?. 8 What kinds of actions are discriminatory under these laws?... 9 Do colleges and universities have to provide students with disabilities reasonable modifications or accommodations for their disabilities? What are some examples of modifications to a policy, practice or procedure? What are some examples of auxiliary aids and services? How do I get an accommodation for my disability? What kind of documentation must I have to demonstrate my need for a reasonable accommodation? I must obtain current documentation and/or get recent test results regarding my disability and need for reasonable accommodations. How can I get the documentation and/or testing that I need? What should my medical professional s letter say to support my request for accommodations? Is my college or university's admissions office permitted to ask me about having a disability in the application or interview process?... 16

3 Page 3 of 41 If the college or university requires me to take a standardized test for admission, can I take that test with reasonable accommodations? Contact Information about: Will it be reported that I took a standardized test with accommodations? If so, is the school allowed to give a different weight to my test scores than they give to the test scores of students who did not take the test with accommodations? I am attending a school that does not provide housing options for its students. Is the school required to provide me with housing close to campus as a reasonable accommodation? I am attending a school that does provide housing options to its students. May I request reasonable accommodations with regard to my housing? Is the school required to provide me with an accessible housing option? My school requires that I take certain classes in order to graduate. Because of my disability, those classes will be difficult for me to complete. May I obtain a course substitution for the requirement? May my college or university ever refuse to provide me with an accommodation that I need? My school denied the accommodation I requested. The reason I was given for the denial was that the accommodation would create a substantial modification of the school s academic standards. Is this a legitimate reason for the denial of a reasonable accommodation? What should I do if my school refuses to give me the accommodations that I need or otherwise discriminates against me because of my disability? How do I file an internal grievance or appeal with my school? Do I have to file a grievance with my school before I can file a complaint with the U.S. Department of Justice (DOJ) or with the Office for Civil Rights of the U.S. Department of Education (OCR)?... 26

4 Page 4 of 41 When and how do I file a complaint with the Office for Civil Rights of the U.S. Department of Education (OCR)? When and how do I file a complaint with the Department of Justice (DOJ)? What if I file my complaint with the wrong department? What if I file my OCR complaint late? What should my complaint to the DOJ or OCR say? What happens after I file my complaint? Can private mediation help me? Where should I file a lawsuit? Do I have to file it within a certain time frame? If OCR or DOJ says that I was not discriminated against, does that mean I may not file a lawsuit? Are there any federal laws that protect me from retaliation? I think I have been discriminated against by my college or university. Are there any state laws that protect me? How can I protect myself from discrimination by my school? APPENDIX A: SAMPLE REQUEST FOR ACCOMMODATION APPENDIX B: SAMPLE MEDICAL PROFESSIONAL S LETTER... 40

5 I think that I have been discriminated against by my college or university. Are there any laws that protect me? Yes. The two primary federal laws that protect people with disabilities from discrimination in higher educational settings like colleges and universities are the Americans with Disabilities Act of 1990, amended in 2008, 1 and Section 504 of the Rehabilitation Act of 1973 (Section 504). 2 Congress subsequently expanded protection for people with disabilities under the ADA through passage of the ADA Amendments Act of 2008 (ADAAA). In this guide, we use "the ADA" to refer to both the original 1990 Act and the 2008 Amendments Act because they are applied as a single body of law. The ADA guarantees equal opportunity for individuals with disabilities in public and private sector services and employment. 3 The ADA is split into sections called "Titles," similar to chapters in a book. Generally, the ADA makes it illegal to discriminate against someone because she or he has a disability. 4 Specifically, Title II of the ADA prohibits all state and local governmental entities, including public colleges and universities, from discriminating against people with disabilities. 5 Title II covers state universities such as Chico State University, state and local community colleges such as Pasadena Community College, and the University of California school system, such as UC Davis. 6 Title III of the ADA prohibits private colleges and universities from discriminating against people with disabilities. 7 Title III of the ADA covers private universities such as the University of Southern California and Stanford University U.S.C.A U.S.C.A U.S.C , U.S.C U.S.C See id U.S.C See id.; 34 C.F.R

6 Page 6 of 41 Section 504 prohibits any program receiving federal financial assistance from discriminating against an individual because of his or her disability. 9 Section 504 covers any college or university that receives direct or indirect federal financial assistance, including those that accept students who receive federal financial aid. Thus, Section 504 covers almost all colleges and universities. Even though the statutes are different, courts will usually interpret provisions of the ADA consistently with similar provisions of Section 504. Do the ADA and Section 504 cover religious colleges and universities? The ADA does not cover private colleges and universities controlled by religious entities. However, even if a college or university is controlled by a religious entity, it will be covered by Section 504 as long as it receives any federal financial assistance. For example, a school would be covered if it accepted any students who receive federal financial aid for their education. Do the ADA and Section 504 cover professional, trade, vocational and technical schools? Yes, in almost all cases. To determine which law applies to a particular professional, trade, or technical program, you must find out whether that program is funded through state, local, or private means, and whether it receives federal financial assistance. Apply the criteria described in Question Nos. 1 and 2 above, to your professional, trade, vocational, or technical school. Is anyone with a disability protected by these laws? To be protected by Section 504, you must be a "qualified individual with a disability. 10 Titles II and III of the ADA protect similarly defined individuals. With regard to educational programs, the term "qualified" means that you 9 29 U.S.C. 794 (emphasis added) U.S.C. 794.

7 Page 7 of 41 are capable of fulfilling the essential functions and requirements of the program, with or without the provision of "reasonable modifications. 11 You can meet the definition of having a "disability," and thus be protected under the ADA and Section 504, under the following circumstances: A. You have a physical and/or mental impairment that substantially limits one or more major life activities, including, but not limited to, caring for yourself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing and working. Major life activities may also include school-related tasks such as learning, reading, concentrating, thinking, and communicating. Major life activities also include the operation of major bodily functions, including, but not limited to, functions of the immune system; normal cell growth; digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine and reproductive functions; or B. You have an impairment that is in remission or substantially limits you occasionally (rather than constantly), but if it were active, it would substantially limit you as defined above; or C. You have a record or history of having a physical and/or mental impairment that substantially limits one or more major life activities, as described above; or D. You are regarded as, or have been misclassified as, having a physical and/or mental impairment, and you have been subjected to a discriminatory act that is illegal under the ADA and/or Section 504. In other words, someone in authority has perceived you as being a person with an impairment, and has unlawfully discriminated against you because of that perception, even though in fact you have no disability, or the disability you have does not substantially limit a major life activity. (For example, you might have extensive scar tissue on your face from a burn. Such a circumstance might not 11 Reasonable modifications are discussed in Question Nos. 7, 8, and 9.

8 Page 8 of 41 substantially limit a major life activity as described above and in Question No. 5. Nevertheless, you might be discriminated against because of myths, fears and stereotypes associated with that perceived disability.) Note that the emphasis of the ADA is on whether you were unlawfully discriminated against. It does not matter whether the person or institution regarded your impairment as being one that substantially limits one or more major life activities. Even if they discriminated against you on the basis of an impairment that they perceived was not one that substantially limits one or more major life activities, the discrimination is still unlawful under the ADA. What if my impairment lasts less than six months? Your impairment will not meet the ADA or Section 504's definition of a "disability" if your impairment is expected to, or in fact does, affect you for six months or less. 12 How do I know if my impairment substantially limits a major life activity? An institution of higher learning, such as a college or university, determines whether or not an impairment substantially limits a major life activity on a case-by-case basis. To determine whether your impairment substantially limits your ability to engage in a major life activity, the condition, manner, and duration under which you can perform that activity will be considered, and compared to the ability of most people to participate in that activity. However, when evaluating whether you are substantially limited in your ability to engage in a major life activity, an institution of higher learning may not take into account how your use of "mitigating measures" might reduce the degree to which your impairment limits you. A mitigating measure is a device or practice that you use on your own to reduce or eliminate the effects of your impairment. Examples of mitigating measures include, but are not limited to: U.S.C ; 29 U.S.C. 705.

9 Page 9 of 41 - medication; medical supplies, equipment, or appliances; low-vision devices (devices that magnify, enhance or otherwise augment a visual image, excluding ordinary eyeglasses or contact lenses see the final paragraph of Question No. 5), prosthetics, including limbs and devices; hearing aids and cochlear implants or other implantable hearing devices; mobility devices; or oxygen therapy equipment and supplies; - use of assistive technology; - use of a job coach, personal assistants or service animals; - surgical interventions (such as a tracheotomy or insulin pump); - reasonable accommodations or auxiliary aids or services; or - compensatory strategies (i.e., learned behavioral or adaptive neurological modifications) to "work around" the impairment, such as taking extra time to study to compensate for a learning disability. For example, if you take medication to control attention-deficit/hyperactivity disorder (ADHD), your college or university may not take into account how the medication reduces the effect that ADHD has on your major life activities. Note: the one mitigating factor an institution of higher learning may take into account is the use of ordinary prescription glasses or contact lenses, that is, glasses or lenses designed to fully restore visual acuity and correct refractive error. Therefore, if your ability to see is not substantially limited when you are wearing eyeglasses or contact lenses, then your vision impairment will not be considered a disability under the ADA or Section 504. What kinds of actions are discriminatory under these laws? Some examples of discriminatory conduct by a college or university prohibited by Section 504 include:

10 Page 10 of 41 - Denying a qualified individual with a disability admission because of her/his disability; 13 - Excluding a qualified student with a disability from any course, course of study, or other part of its education program or activity because of her/his disability; 14 and - Counseling a qualified student with a disability toward more restrictive career objectives than other students. 15 These actions would also be considered discriminatory under the ADA, which gives students with disabilities the right to the same goods, services, facilities, privileges, advantages as non-disabled students, in the most integrated setting appropriate to their needs. 16 Do colleges and universities have to provide students with disabilities reasonable modifications or accommodations for their disabilities? Yes. To ensure that their programs and activities are fully accessible to students with disabilities, colleges and universities are required to provide reasonable modifications, which are also sometimes known as reasonable accommodations. 17 Specifically, colleges and universities are required to make reasonable modifications in their practices, policies and procedures, and to provide auxiliary aids and services for persons with disabilities, unless to do so would fundamentally alter 18 the nature of the goods, services, facilities, privileges, advantages and accommodations C.F.R (a) C.F.R (c) C.F.R (b) U.S.C (b)(1)(B) U.S.C (b)(2)(A)(ADA requirements). 18 DEPARTMENT OF JUSTICE, ADA TITLE III TECHNICAL ASSISTANCE MANUAL COVERING PUBLIC ACCOMMODATIONS AND COMMERCIAL FACILITIES, section III (1993), (A "fundamental alteration" is a modification that is so significant that it alters the essential nature of the goods, services, facilities, privileges, advantages, or accommodations offered.).

11 Page 11 of 41 they offer, or would result in an undue financial or administrative burden on the institution. 19 Of course, if you claim that your college or university discriminated against you because it "regards" you as having a disability (as defined in Question No. 4, above) even though you do not have such a disability, you would not be entitled to reasonable accommodations or modifications. You would, however, be entitled to have the college or university stop discriminating against you. What are some examples of modifications to a policy, practice or procedure? Reasonable accommodations or modifications can take many forms, depending on the individual student s needs. Examples of modifications that colleges and universities might be required to make to their policies, practices and procedures to accommodate students with disabilities include: - Not assessing penalties for spelling errors on papers or exams; - Allowing course substitutions for certain required or pre-requisite courses; - Allowing extra time on exams; - Allowing a reduced course load and extended time within which to complete degree requirements; or - Providing housing accommodations for a student s personal care assistant C.F.R ("undue burden means significant difficulty or expense"); U.S.C (b)(2)(A)(ii)-(iii).

12 Page 12 of 41 What are some examples of auxiliary aids and services? Auxiliary aids and services can take many forms, depending on the individual student s needs. Examples of auxiliary aids and services that colleges and universities might be required to provide for students with disabilities include: - Qualified interpreters or other effective methods of making aurally delivered materials available to individuals with hearing impairments; - Note takers; - Qualified readers, tape-recorded or digitally recorded texts, or other effective methods of making visually delivered materials available to individuals with visual impairments or learning disabilities; - Class materials in alternative formats (e.g. texts in Braille, on audiotape, or as digital files); or - Acquisition or modification of equipment or devices. How do I get an accommodation for my disability? The process for getting accommodations will differ slightly from school to school, so you should start by contacting your school's disabled student services program. Many colleges and universities also have an ADA or Section 504 coordinator. If neither resource exists at your school, ask the dean of student affairs or your academic advisor. If you are not sure what accommodations you need, seek assistance from your school's disabled student services program and your medical professional(s). If you are a client of the Department of Rehabilitation, approach your vocational rehabilitation counselor. Be sure to make your accommodation request in writing. This request should identify you as a student with a disability, describe how your disability or disabilities affect/s your participation in school, and identify the specific accommodations that you need, and how they will help you. You should also state the deadline by which you expect a response to your

13 Page 13 of 41 request. If you do not receive a response within that time, you should assume that your request has been denied and begin the appeal and complaint procedures. 20 You can find a sample request for accommodation at the end of this manual (Appendix A). What kind of documentation must I have to demonstrate my need for a reasonable accommodation? Each college or university has its own requirements for documentation necessary to prove the existence of a disability and the need for an accommodation. However, a college or university may not make these requirements so burdensome that they prevent individuals with disabilities from getting reasonable accommodations. You can find out if your school has any documentation of disability requirements by contacting the school's disabled student services program, the ADA or Section 504 coordinator, the dean of student affairs or your academic advisor. Colleges and universities are only required to accommodate a student's disability or disabilities if the relevant school personnel are aware that the student has a disability or disabilities. If you seek a reasonable accommodation, and the school requests proof of your disability, you must provide that proof. The most effective way to show that you are entitled to reasonable accommodations is to get a letter from a medical professional who is familiar with you and your disability. Documentation of your disability must be current. It must reflect your abilities and limitations at the time you request the accommodation. Therefore, seek documentation from the medical professional(s) who has most recently treated you for your disability. You do not necessarily need recent documentation to establish proof of disabilities that do not substantially change over time. For example, some learning disabilities, such as dyslexia, do not show much change after an 20 Appeal and complaint procedures are described in Question Nos

14 Page 14 of 41 individual reaches age 18. Some physical disabilities may also show limited change over time. However, all documentation still needs to be current so that it reflects your current abilities and limitations. It is wise to supplement documentation that is more than three years old with a letter from your medical professional stating that the documentation accurately reflects your current abilities and limitations. If you have a disability that may change substantially over time, or changes when you are in different environments, your school may require that you provide recent documentation to establish proof of your disability. This means that the school may require that you obtain updated testing and documentation every three years. An example of a disability that may change over time is attention-deficit/hyperactivity disorder (ADHD). An example of a disability that may become more or less severe with a change of environment is multiple sclerosis. Your school may require that the person diagnosing your disability have certain credentials, such as a Ph.D. However, your school may insist on this requirement only when it is not a burden to the individual getting tested to have the test conducted by a person with a particular credential, or when a person with a particular credential must perform the test in order to ensure accuracy. I must obtain current documentation and/or get recent test results regarding my disability and need for reasonable accommodations. How can I get the documentation and/or testing that I need? Before gathering the documentation or getting any testing, find out exactly what kind of documentation and/or testing your school requires by contacting your school's disabled student services program, the ADA or Section 504 coordinator, the dean of student affairs, or your academic advisor. If you have a medical professional who currently treats you for your disability, approach her/him to obtain the required documentation and/or testing. If you do not have a medical professional who currently treats you for your disability, find out if your school has a student health center or

15 Page 15 of 41 offers student health services. You may be able to obtain the required documentation and/or testing through them. You may also wish to contact the California Department of Rehabilitation, an agency charged with providing services to persons with disabilities that will lead to employment. To find the Department of Rehabilitation office nearest you, visit their website at or contact their central office: Mailing address: P.O. Box Sacramento, CA Physical address: 721 Capitol Mall Sacramento, CA Telephone: (916) TTY/TDD: (916)

16 What should my medical professional s letter say to support my request for accommodations? To be effective, your medical professional s letter should include at a minimum the following information: A. A statement giving your medical professional's name, contact information (address, telephone, , etc.), and describing her/his credentials, area of specialty and information about any special qualifications that she or he has for helping people with your specific type of disability, including any experience working with other students who have similar impairments. B. A description of any tests, assessments and evaluations that your medical professional performed on your behalf, which identifies any records or other materials reviewed as part of the testing process; C. A description of your disability-related impairments, as they relate to your ability to learn and participate in your educational program; D. A description of your disability and identification of your specific diagnoses, including how you meet diagnostic criteria, and the facts and observations upon which your medical professional based the diagnosis; and E. A list of accommodations that your medical professional recommends to allow you to participate fully and equally in your educational program. This section should describe how your medical professional decided on these accommodations, and how she or he expects that they will help you. You should ask your medical professional to be as specific as possible in providing all of this information. You can find a sample medical professional s letter at the end of this manual (Appendix B). Is my college or university's admissions office permitted to ask me about having a disability in the application or interview process? No. A school may not ask an applicant if he or she has a disability or a history of a disability in the application process. For example, a school may not ask an individual who uses a wheelchair if that individual would be

17 Page 17 of 41 limited to classes on the ground floor of a building. Nor may a school ask an applicant with a learning disability if that applicant would be able to handle the large amount of reading required for college courses. On the other hand, a school may ask applicants to identify themselves voluntarily as having a disability if it is requesting this information solely for affirmative action purposes. The school must clearly indicate that it is requesting the information for this purpose, that the disclosure is voluntary, that it will not release such information without the applicant's consent, and that it will not subject the applicant to any adverse treatment as a result of whether she or he chooses to disclose her or his disability. If the college or university requires me to take a standardized test for admission, can I take that test with reasonable accommodations? Yes. Note that such standardized tests, including SAT (Standardized Admissions Test), ACT (American College Testing), LSAT (Law School Admission Test), MCAT (Medical College Admission Test), GMAT (Graduate Management Admission Test), GRE (Graduate Record Examination), and TOEFL (Test of English as a Foreign Language), are typically administered by organizations other than your college, university or trade school. These organizations must allow you reasonable accommodations necessitated by your disability. Because each organization may have different requirements or processes for requesting the accommodations, it is crucial that you research these requirements and meet any deadlines for submitting supporting documentation long before the actual test day. Even if you diligently follow their rules, you may be disappointed to learn that the organization fails to provide the accommodations that you need on test day. You should prepare for this possibility by researching the organization's appeals process, in case you have to take the test again because of the organization's failure to provide the agreed-upon accommodations. Below is a list of the most prominent testing organizations, the tests they administer and contact information regarding disability-related questions.

The Manual for Parents and Students About Special Education Services in Texas 2012 Revised and Updated September 2011 A JOINT PROJECT OF www.thearcoftexas.org www.disabilityrightstx.org Table of Contents

AMERICANS WITH DISABILITIES ACT OF 1990, AS AMENDED Following is the current text of the Americans with Disabilities Act of 1990 (ADA), including changes made by the ADA Amendments Act of 2008 (P.L. 110-325),

EMPLOYMENT LAW HANDBOOK FOR NON LAWYERS COMMITTEE ON LABOR AND EMPLOYMENT LAW AUGUST, 2006 THE ASSOCIATION OF THE BAR OF THE CITY OF NEW YORK 42 WEST 44 TH STREET, NEW YORK, NY 10036 EMPLOYMENT LAW HANDBOOK

Special Education A service, not a place. Notice of Special Education Procedural Safeguards for Students and Their Families Requirements under Part B of the Individuals with Disabilities Education Act,

THE PLAIN LANGUAGE VERSION OF THE PROMOTION OF ACCESS TO INFORMATION ACT CONTENTS Part 1: Introduction What is the Act trying to achieve? Who does the Act apply to? Part 2: Provisions in the Act relating

A Parent s Guide to Special Education in Connecticut 2007 Connecticut State Department of Education Bureau of Special Education Connecticut State Department of Education George A. Coleman, Interim Commissioner

NJ The Right to Special Education in New Jersey A G U I D E F O R A D V O C A T E S SECOND EDITION Education Law Center Sponsored by New Jersey State Bar Foundation Acknowledgments The original version

Climate Surveys: Useful Tools to Help Colleges and Universities in Their Efforts to Reduce and Prevent Sexual Assault Why are we releasing information about climate surveys? Sexual assault is a significant

Accommodation at Work Assuring the continued employment of New Brunswickers after a permitted leave or a workplace accident RIGHTS, OBLIGATIONS AND BEST PRACTICES UNDER NEW BRUNSWICK'S - Workers' Compensation

Data protection Subject access code of practice Dealing with requests from individuals for personal information Contents 3 Contents 1. About this code of practice 4 Purpose of the code 4 Who should use

TA2, 2nd Edition, January 2002 TECHNICAL ASSISTANCE GUIDE A publication of the National Information Center for Children and Youth with Disabilities Helping Students Develop Their IEPs N IC H CY This guide

Consumer Laws and Regulations Equal Credit Opportunity Act () The Equal Credit Opportunity Act (), which is implemented by Regulation B, applies to all creditors. When originally enacted, gave the Federal

UNITED STATES DEPARTMENT OF EDUCATION OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES Dear Colleague: Dec 05, 2014 We are writing to focus your attention on the educational needs of students with

MACOMB COUNTY FRIEND OF THE COURT HANDBOOK SIXTEENTH JUDICIAL CIRCUIT INTRODUCTION This handbook provides information about duties and procedures for the Friend of the Court, rights and responsibilities

Discipline and grievances at work The Acas guide We inform, advise, train and work with you Every year Acas helps employers and employees from thousands of workplaces. That means we keep right up-to-date

State of New Jersey Department of Labor and Workforce Development Please Read This Guide And Save It For Future Reference PR-94 (R-3-15) ON THE INTERNET Visit www.nj.gov/labor for unemployment and reemployment